Assignment Checklist
- Explained why students are doing this writing assignment (learning goal)
- Built in some REFLECTION to measure this understanding
- Specified audience (professor, class, potential employer, DISCOVER research conference, high school students, etc.)
- Specified topic and purpose (inform, persuade, entertain, etc.)
- Explained task
- Described intellectual work (e.g. “first summarize, then predict…”)
- Described requirements (type & number of resources, word count, paper format)
- Presented a model (student or “professional”) while pointing out successful features (e.g. “notice the use of subheads”)
- Identified resources, such as Web sites, the LRC, Smarthinking, the course’s library instructor, fellow students, etc.
- Suggested (or mandated) due dates for components of long paper
- Required drafts (all to be collected—thwarts plagiarism)
- Discussed evaluation
- Prioritized values (e.g. creativity, use of evidence)
- Collaborated with class on making rubric
- Shared rubric
- Made this available in writing and/or on video
- Gave students opportunity to review assignment and ask questions in class
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